Sss Program Impact

Student Support Services Education is a critically important aspect of survival in our society. Educators have long sought out ways to improve the post-secondary educational experiences of students. Many educators feel that first generation students in particular are at a disadvantage when entering college. To address student needs the federal government has created the Student Support Services SSS Program. The purpose of this discussion is to analyze the impact and effectiveness of the Student Support Services Program.

We will pay close attention to the effectiveness of the mentorship programs that are provided by the SSS program. In addition, we will explain both the negative and positive impacts of SSS programs at various Universities across the country. Before we can understand the impact and effectiveness of the program, we must understand the purpose of the program and how it came about. The Student Support Services Program The Student Support Services Program is a unique project that is sponsored by the United States Department of Education.

The creation of this program has been instrumental in providing a safe haven for students that are transitioning from high school to college. (Purpose 2003) According to the U.S. Department of Education the Student Support Services Program, "provides opportunities for academic development, assists students with basic college requirements, and serves to motivate students towards the successful completion of their postsecondary education. The SSS program may also provide grant aid to current SSS participants who are receiving Federal Pell Grants." (Purpose 2003) The U.S.

Department of Education believes that this program will increase retention and graduation rates of college freshmen. (Purpose 2003) The department also aims to ease the transition that takes place between high school and college.

(Purpose 2003) In addition, the aim of the program is "to foster an institutional climate supportive of the success of low-income and first generation college students and individuals with disabilities." (Program Authority; Authorization of Appropriations 2003) There are several services that the program provides including; tutors, financial aid, mentors, study skills, academic counseling, and assistance for students that are not proficient in the English language. (Purpose 2003) Eligibility The Department of education explains that only institutions of higher education such as colleges and universities are allowed to participate in the program.

The Student Support Services Program is part of the Sec. 402D Higher Education Act Of 1965 SEC. 402D. 20 U.S.C. 1070a-14. (Program Authority; Authorization of Appropriations 2003) According to this act students that apply for the program must be first generation college students from low income environments or have disabilities. (Program Authority; Authorization of Appropriations 2003) Additionally, any student participants must be enrolled or accepted an institution that has received the Student Support Services Grant.

(Program Authority; Authorization of Appropriations 2003) The Department of Education also reports, "Two-thirds of the participants in any SSS project must be either disabled or potential first-generation college students from low-income families. One-third of the disabled participants must also be low-income students." (Eligibility 2003) Grants are available to those that meet eligibility requirements. These requirements are that the student must have completed the first two years of college. (Eligibility 2003) In addition, they must be at a high risk for dropping out of school if they do not receive the grant.

(Eligibility 2003) As you can see the SSS program came about as a result of the Higher Education Act of 1965. This act was designed as a blueprint for addressing the needs of students enrolled at institutions of higher learning throughout the country. In recent years this program has become an important lifeline for first generation students.

Impact and Effectiveness of the SSS Program To explore the effectiveness of the program at colleges around the country, we will consider reports that have been published in several educational journals and the findings of individual Universities. We will begin by looking at some statistics provided by the National Center for Education Statistics. These statistics take several of the TRIO programs into consideration and are referred to as precollegiate programs.

Statistics These statistics are found in a NCES report entitled, "Programs at Higher Education institutions for Disadvantaged Precollege Students." The report asserts that approximately 32% of all colleges and Universities have precollege programs. ("Programs at Higher Education institutions for Disadvantaged Precollege Students," 1995) These programs are designed to help students get to college and complete their education.

The report also asserts that, "Precollegiate programs were more common in large institutions (71%) than in small institutions (21%), in public institutions (45%) than in private institutions (22%), and in 4-year institutions (35%) than in 2-year institutions (28%)." ("Programs at Higher Education institutions for Disadvantaged Precollege Students," 1995) The statistics also assert that funding for these programs is largely the responsibility of the federal government.

The report asserts, The federal government was the primary source of funding for 51% of the largest programs, while state and local governments were the primary source for 20%, institutional funding for 14%, and private funding (including both individuals and corporate/foundation funding) for 13% (table 4). Federal funding was especially important for public institutions (60% versus 36% for private institutions) and was more important in the Southeast than in the Northeast (69% versus 31%).

On the other hand, private funding was more important at private institutions than public institutions (28% versus 5%)." ("Programs at Higher Education institutions for Disadvantaged Precollege Students," 1995) As you can see many institutions of higher education have adopted Trio programs in an effort to improve the educational experiences of students. Although these statistics are reflective of all of the Trio Programs, they do shed some light on the need and desire that Universities have for such programs including the Student Support Services Program.

In addition, the funding for such programs can be very costly and institutions rely upon the federal government to meet the cost of funding such programs. Journal and University Findings Concerning Impact and Effectiveness An article in the Peabody Journal of Education (PJE) discusses the Student Support Services Program in a University World. The article provides several characteristics of the SSS program at many Universities and the impact of these programs on student participants.

The author writes, These programs are usually affiliated with and administered by the Student Affairs unit within the university and are not officially linked with administrative or academic departments. These programs are operated with low budgets, and funds for many of these services are received from outside the university. In many instances, funding comes from federal, legally mandated programs. There is usually strong public support from students, university personnel, and the general public for these programs. They are often "high profile" programs that receive a great deal of media attention.

Many of these programs and policies are designed to "buffer" students from the impact of the larger university environment or as interventions to help students adjust (i.e., change) in order to meet the traditional goals of the university." (Barnhardt 1994) Barnhard (1994) also asserts that these programs can be extremely effective for some individuals because it aids them in understanding college life. The students are able to ask questions and get answers from qualified professionals.

In addition, they are often mentored by their peers who can give new students a great deal of encouragement. Another article in the Peabody Journal of Education explains that the Student Support Services Program can have some extremely negative impacts when they are not properly utilized. This negativity is most apparent in the area of student retention and the alienation of minorities. The author asserts, Programs that are under-funded and under-staffed retard retention efforts.

Among the many problems that have traditionally relegated student support services to a position of low esteem, one clearly stands out. This is the establishment of student support services that only serve minority students. When this avenue is taken, two negative outcomes are apparent: minority students are isolated, and an impression is created that only minority students need support (Green, 1989). A student program organized in this manner is dysfunctional to the goal for which it was designed.

The appropriate approach is to integrate -- not isolate -- minority students into the institutional environment. Mainstreaming student support services, of course, can result in greater cost to the institution. However, creating a climate in which all students believe the institution is committed to enabling them to succeed means bringing them into the mainstream of academic life." (Borkowski 1988) The author also explains that mentoring is an extremely effective way for student participants to adapt to college life.

The article contends that the mentoring programs are most effective when the participating students are paired with mentors that are faculty members or professionals. Borkowski (1988) also explains that mentees should be given mentors that are in the same field that the student participant is majoring in. (Borkowski 1988) The author asserts that this will allow the student to have a point of contact on campus. (Borkowski 1988) The article goes on to explain that the Student Support Services programs are important in bringing together people from diverse backgrounds.

(Borkowski 1988) The author contends that to this end the mentorship program benefits the mentee and the mentor. (Borkowski 1988) The author writes, When minority students are paired with white faculty members, another dimension enters. The race barrier is often dealt with on a personal level, rather than confronted in the impersonal environment of the classroom. Faculty and administrators are able, through mentoring, to impart relevant values that enhance a minority student's ability to succeed.

It should also be understood that mentoring benefits both the mentor and the mentee, in that the mentor is provided with a better opportunity to understand the concerns of students who are often from different socioeconomic and/or ethnic backgrounds." (Borkowski 1988) An article entitled Big ten school in Cyberspace: a brief history of Penn State's World Campus, published in the T.H.E. Journal discusses the impact of SSS at Penn State.

The article describes the various programs that the institution has found to be effective when addressing the needs of first generation students. These programs include a website that aids them in career development and eligibility for the Lion Link mentorship program. (Hons 2002) The article asserts that these programs have been beneficial to those that take full advantage of the opportunity. (Hons 2002) The institution is also attempting to make strides towards the future of the Student support services program.

The college also intends to add the following services in the future, which include; "increasing automation of the processes, skills workshops, career counseling and job-search databases. The administration plans to build on the existing relationships with these units." (Hons 2002) Another article entitled "Success Brings Funding to Student Support Services," also discusses the success of the SSS program at Penn State.

The article explains, When low-income, first-generation college students enroll at Penn State and are admitted into the Student Support Services (SSS) program, they receive, counseling, tutoring, supplemental instruction in key area such as reading, writing, mathematics and study skills and other academic support services to help them graduate.

Currently, we serve 203 SSS students, and the program has a retention rate of 81%," says Howard Wray, associate dean for undergraduate education who oversees the University's academic assistance programs...This retention rate is astounding, considering the fact that only eight percent of low-income students have a chance of graduating from college nationwide by the age of 24, compared to 80% of students in the top quartile of family income."(Success Brings Funding To Student Support Services 1997) The institution believes that it must devote its resources and expertise to the SSS program to ensure its success.

They are committed to helping students as they transition from high school to college. They also want them to succeed in their career fields after they graduate from college. The mentor/mentee relationship seems to be extremely important in SSS programs at Historically Black colleges. A book entitled, Success Factors of Young African-American Males at a Historically Black College, describes the importance of SSS programs and mentorship. The author discusses the Shepard's Watch mentorship Program that is available at one college.

Ross (1998) writes, The Shepherd's Watch Program emphasized the role of senior students, who also serve as mentors to the freshmen and sophomore students.

In this way, the model for "students helping students" is set in motion, and the senior student also benefits, by gaining the positive feeling of "giving back." In this sense, the Shepherd's Watch Program has two dimensions: faculty/staff and proteges, and "students helping students." Although Shepherd's Watch is in its infant stage, student feedback has been positive, and future plans for the program include a reception at the beginning of the school year where mentors and proteges can meet, sponsored picnics, bowling trips, and other recreational activities to solidify the bond between mentor and protege." (Ross 1998) Ross asserts that black college students are positively influenced by mentors in a college setting because it encourages them to continue with their educational endeavors.

It is also important for them to have a point of contact on campus and someone that they can confide in. In addition, black students that are entering corporate America will need to have this type of support to be successful. An article in Community College Review also discusses the impact of the Student Support Services Program. The article explains recent findings and trends at different community colleges.

In similar fashion to the other article that we have discussed this article explains that student support services can be very effective when they are properly implemented. (Bryant 2001) On the other hand, this article reports that "mediocre" SSS programs can actually increase the amount of time that it takes a student to finish their post secondary education. (Bryant 2001) An article found in the College Student Journal reveals a study of first generation college students.

The article entitled "First-generation college students at a four-year university: background characteristics, reasons for pursuing higher education, and first-year experiences," is a comprehensive look at the impact of Student Support Services. The participants in this study were all in their third quarter of study at UCLA. When explaining the impact of SSS on these students the author asserts, Campus support programs for these students can foster their success by services that specifically address the concerns for these students.

For example, financial aid counselors can help them (and their parents) with the daunting array of financial aid applications (Kane, 1999). In addition, professional and peer counselors can help them handle the social-emotional issues related to attending college. For example, some first-generation college students may feel guilty about pursuing a higher education while their families are struggling financially to survive (Piorkowski, 1983; Levine, 1989).

Given that the demands at a four-year university are usually rigorous, first-generation college students can use all the help that their university can give them to persist and graduate." (Bui 2002) The author also asserts that first year college students usually have very different upbringing than those who have parents that graduated from college. Bui (2002) argues that many of these students begin their college careers at two-year colleges where SSS programs are not as developed as the programs at four-year programs.

The ability to attend a four-year college that has a comprehensive SSS programs greatly increases the likelihood that the student will finish college. In this particular study the author asserts that many of the first generation students at UCLA were successful in completing college because of the comprehensive student support services programs that the institution provides. The article reports that the graduation rates of first generation students were almost equivalent to those of the other students.

Bui (2002) concedes that this phenomenon can be attributed to the fact that many first generation students at respected four-year colleges have many of the same values and study habits as their peers. Controversial Impact of SSS programs One of the most controversial impacts of Student Support Services has to do with the concept of segregation. Many experts believe that these programs can create segregation in academic settings. This segregation often occurs along the lines of race and socio economic status.

This occurs because most first generation students are minorities from low income families. A scathing article in the Washington Times calls the programs racist. The article asserts, Programs set up to help minority students are a form of racism and have led to segregation at many universities nationwide, concludes a new survey conducted by the New York Civil Rights Coalition.

Ethnicity-themed dorms, multicultural offices and centers, minority-specific orientation programs, and courses and departments with a politically correct slant are "apartheid policies" that do nothing more than encourage separatist thinking among minority students, the survey of 50 public and private colleges and universities shows. Segregated housing, courses, and programs disseminate poisonous stereotypes and falsehoods about race and ethnicity," the 28-page report states. "They limit interaction between minority and non-minority students, and reward separatist thinking.. They deny equal interaction on campus.

Although they claim to have minorities' interests at heart, these colleges in fact take the civil-rights movement giant steps backward." (Sorokin 2002) The article argues that some Student Support Services promote racism because they cause segregation. They give special attention to minorities that other students do not receive. In some cases this special attention can create resentment and fuel racist attitudes. The article also insists that the programs that are provided can be detrimental to minority students. The article asserts, Colleges provide remedial services specifically geared toward minorities, stigmatizing minority populations.

Wesleyan offers a program that pairs first-year minority students with upper-class minority students to help in their transition from high school to college. "Colleges and universities have a mania with group identity," said Thor Halvorssen, executive director of the Philadelphia-based Foundation for Individual Rights in Education. "Colleges are underlining the differences between students instead of building bridges.

What they are doing is promoting Balkanization, not a humane environment." (Sorokin 2002) In their defense many of the Colleges and Universities named in the article assert that their SSS programs do not promote segregation. The institutions contend that their programs, some of which include multicultural centers, are simply designed to aid minority students as they transition from one academic environment to another. Our discussion concerning the impact and effectiveness of the Student Support Services program has shown us that there is a definite need for the program.

We found that the most important aspect of the program seems to be the mentorship programs that are offered. We also found that the retention rates for students participating in SSS programs at universities such as Penn State are approximately 80%. While most of our findings were positive we also found that many believe that the SSS program can create segregation at certain colleges. Discussion Our research has provided exhaustive research pertaining to the impact and effectiveness of the Student Support Services Program.

It seems that the services provided by this program can go a long way in aiding first generation college students. It is also apparent that larger schools are better equipped to develop and carry out these programs than smaller schools. The research also suggests that mentorship services may be the most effective way to keep first generation students in school. Finally, the research indicates that institutions of higher learning must be careful not to create programs that promote segregation and racism.

Conclusion The purpose of this discussion was to analyze the impact and effectiveness of the Student.